Eremita Matthew, Semancik Eileen, Lerer Trudy, Dworkin Paul H
*University of Connecticut School of Medicine, Farmington, CT; †Department of Research, Connecticut Children's Medical Center, Hartford, CT; ‡Department of Pediatrics, University of Connecticut School of Medicine, Farmington, CT; §Connecticut Children's Medical Center, Hartford, CT.
J Dev Behav Pediatr. 2017 Apr;38(3):224-227. doi: 10.1097/DBP.0000000000000426.
We aimed to identify characteristics of parents who do not voice developmental concerns when prompted by their children's nurse and/or primary care provider (PCP), despite reporting concerns on parent-completed questionnaires.
We reviewed 376 medical records of children seen for a 9-month well-child visit in an urban pediatric clinic between September 2011 and December 2012 for sociodemographic variables hypothesized to affect parents' sharing of developmental concerns: the child's birth order and gender; parents' education level, employment, relationship status, and primary language; and family size and racial/ethnic background. The target population was parents who reported concerns on the Parents' Evaluation of Developmental Status (PEDS), a routinely administered, parent-completed screening questionnaire. We subdivided parents who reported concerns on the PEDS (N = 86) based on whether they voiced developmental concerns when prompted by their children's nurse and/or PCP. Two-sided Fisher's exact tests and logistic regression evaluated the relationship between sociodemographic variables and parents' voicing of developmental concerns.
Only parent education approached significance, as parents with less than a high school education (<HS) were more likely to not voice concerns for their children's development than parents with at least a high school degree or equivalent (≥HS) (63% compared to 35%, p = .056). Univariate logistic regression analysis showed that parents with <HS were 3.238 (1.085-9.663, 95% CI, p = .035) times more likely to not verbally share developmental concerns than those with ≥HS.
Parents with low educational attainment may be more likely to not verbally share their developmental concerns. For children of such parents, early detection of developmental delay may be strengthened by use of written questionnaires.
我们旨在确定那些尽管在家长填写的问卷中报告了发育方面的担忧，但在孩子的护士和/或初级保健提供者（PCP）询问时却未表达发育方面担忧的家长的特征。
我们回顾了2011年9月至2012年12月期间在一家城市儿科诊所进行9个月健康儿童检查的376名儿童的病历，以了解假设会影响家长分享发育方面担忧的社会人口统计学变量：孩子的出生顺序和性别；家长的教育水平、就业情况、婚姻状况和主要语言；以及家庭规模和种族/族裔背景。目标人群是那些在常规由家长填写的发育状况家长评估问卷（PEDS）中报告了担忧的家长。我们根据这些在PEDS中报告了担忧的家长（N = 86）在孩子的护士和/或PCP询问时是否表达发育方面的担忧进行了细分。双侧Fisher精确检验和逻辑回归评估了社会人口统计学变量与家长表达发育方面担忧之间的关系。
只有家长教育程度接近显著水平，因为高中以下学历（<HS）的家长比至少拥有高中学历或同等学历（≥HS）的家长更有可能不表达对孩子发育的担忧（分别为63%和35%，p = 0.056）。单因素逻辑回归分析显示，<HS的家长不口头分享发育方面担忧的可能性是≥HS家长的3.238（1.085 - 9.663，95%CI，p = 0.035）倍。
教育程度低的家长可能更不太可能口头分享他们对孩子发育的担忧。对于这类家长的孩子，使用书面问卷可能会加强对发育迟缓的早期检测。
